Presenter Information

Start Date

End Date

5-10-2011 11:45 AM

Abstract

Objective: This study aimed to evaluate an ethics education program for psychiatry residents at a Canadian university and to test for gender differences in its outcomes.

Method: The ethics education program for psychiatry residents at the University of Western Ontario consists of an introductory course and a quarterly seminar. The residents participate in a pre‐test and post‐test for the introductory course, and submit a report after the presentation for the quarterly seminar. The pre‐test and post‐test scores of the introductory course and the score of the quarterly seminar were quantitatively evaluated. The seminar report was qualitatively analyzed.

Results: The test scores of the introductory course improved from the pre‐test to post‐test (p=0.00). Gender difference was not statistically significant regarding the introductory course pre‐test scores (p=1.00), score improvement between the pre‐test and post‐test (p=0.95), and seminar report scores (p=0.14). The findings from the seminar reports are as follows: Most residents applied principlism. Few residents had inaccurate knowledge and skills in ethical theories. Residents expressed various attitudes regarding patient autonomy, beneficence and justice, demonstrated uncertainty tolerance to varying degrees, valued the doctor‐patient/family relationship, were rather critical toward peers, and considered psychiatry as unique among medical specialties in terms of ethical issues involved in practice.

Conclusions: The introductory course may contribute to the acquisition of ethics knowledge. Most residents have correct knowledge of ethical theories and skills to apply them. Residents expressed diverse attitudes concerning ethical issues.

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Oct 5th, 10:45 AMOct 5th, 11:45 AM

Ethics Education for Psychiatry Residents: A Mixed Design Retrospective Evaluation of an Introductory Course and a Quarterly Seminar

Objective: This study aimed to evaluate an ethics education program for psychiatry residents at a Canadian university and to test for gender differences in its outcomes.

Method: The ethics education program for psychiatry residents at the University of Western Ontario consists of an introductory course and a quarterly seminar. The residents participate in a pre‐test and post‐test for the introductory course, and submit a report after the presentation for the quarterly seminar. The pre‐test and post‐test scores of the introductory course and the score of the quarterly seminar were quantitatively evaluated. The seminar report was qualitatively analyzed.

Results: The test scores of the introductory course improved from the pre‐test to post‐test (p=0.00). Gender difference was not statistically significant regarding the introductory course pre‐test scores (p=1.00), score improvement between the pre‐test and post‐test (p=0.95), and seminar report scores (p=0.14). The findings from the seminar reports are as follows: Most residents applied principlism. Few residents had inaccurate knowledge and skills in ethical theories. Residents expressed various attitudes regarding patient autonomy, beneficence and justice, demonstrated uncertainty tolerance to varying degrees, valued the doctor‐patient/family relationship, were rather critical toward peers, and considered psychiatry as unique among medical specialties in terms of ethical issues involved in practice.

Conclusions: The introductory course may contribute to the acquisition of ethics knowledge. Most residents have correct knowledge of ethical theories and skills to apply them. Residents expressed diverse attitudes concerning ethical issues.